Autism Fact Sheet By Michelle, Nealie, and Sean Facts oA study in 2007 issued a report stating that the prevalence of autism had risen to 1 in every 150 children and 1 in 94 boys. (4 times more prevalent in boys) oAutism is the most common of the Pervasive Developmental Disorders oAutism can affect any family or child, regardless of race, ethnicity, social life, income level, lifestyle choice, education level oIt is estimated that 1.5 million Americans today are affected by some form of autism, and this number is on the rise. oThe lifetime cost of caring for a child with autism is 3.5 to 5 million dollars oAutism is a spectrum disorder, which means that individuals are affected with varying degrees and differences. oAutism is a developmental disability that typically appears during the first three years oflife oAutism is the result of a neurological disorder that affects the normal functioning of the brain oBecause of developmental issues, the individual with autism has trouble communicating and interacting with others
·Characteristic Behaviors oBehaviors of autism spectrum disorders may or may not become apparent in infancy (18-24 months) oThey usually become obvious during early childhood (24 months to 6 years) oDoctors should do a “developmental screening” where they ask questions about the baby’s progress, looking for “red-flag” behavior: (from The National Institute of Child Health and Human Development) §Does not babble or coo by 12 months §Does not gesture (point, wave, grasp) by 12 months §Does not say single words by 16 months §Does not say 2 word phrases on his or her own by 24 months §Has any loss of any language or social skill at any age oBecause characteristics of autism vary so greatly, having one of these behaviors doesn’t necessarily mean the child has autism, but should signal that the child undergo further evaluations
·Misconceptions oAutism is not treatable. The key to improved outcomes with children with autism is EARLY DIAGNOSIS and INTERVENTION oMedical tests can diagnose autism. This isn’t true. Children need to be observed and evaluated by their communication level, developmental level and behavior. §Some signs to look for in children: ·Lack of, or delay in spoken language ·Repetitive use of language ·Impaired ability toinitiate or sustain conversations ·Motor mannerisms (e.g., hand flapping, twirling objects) ·Little or no eye contact ·Lack of interest in peer relationships ·Lack of spontaneous or make-believe play ·Persistent fixation on parts of objects; spins objects oParents should rush in with treatment plans. This isn’t true. Parents should not try to rush with changes
·Treatments oWith proper treatment and correct educational approaches the challenges associate with autism may be reduced. oFocus on moving the child to reaching his or her greatest potential, knowing that one treatment may not work for all, because children are individuals oTreatment plans should be made with the child’s strengths and weaknesses in mind
·Accommodations- oUsing visual aids are strongly recommended. Students can use them for as long as they need to process information. Can really help students to focus §Pictographs, written cues oPrecise, positive praise oUse meaningful reinforcements §Tangible objects, alone time, time with a teacher, etc. oPlan tasks at an appropriate level of difficulty, gradually increase difficulty level to avoid stress oProvide opportunities for choice oBreak down oral instructions into small steps §Assist with visual oGive children appropriate times spans. oGive concrete examples. oUse task analysis. Break tasks down into small, teachable steps, and taught in sequence. oBesides visual aids, the effectiveness of the accommodation depends on the individuals needs, strengths and interests
·Curricular Modification oPlan for transitions and prepare the student for change §“we have five more minutes, please finish what you are doing” oProvide relaxation opportunities and areas oProvide opportunities for meaningful contact with peers that have appropriate social behavior oProvide a customized visual daily schedule oProvide a structured, predictable, classroom environment
Facts
o A study in 2007 issued a report stating that the prevalence of autism had risen to 1 in every 150 children and 1 in 94 boys. (4 times more prevalent in boys)
o Autism is the most common of the Pervasive Developmental Disorders
o Autism can affect any family or child, regardless of race, ethnicity, social life, income level, lifestyle choice, education level
o It is estimated that 1.5 million Americans today are affected by some form of autism, and this number is on the rise.
o The lifetime cost of caring for a child with autism is 3.5 to 5 million dollars
o Autism is a spectrum disorder, which means that individuals are affected with varying degrees and differences.
o Autism is a developmental disability that typically appears during the first three years of life
o Autism is the result of a neurological disorder that affects the normal functioning of the brain
o Because of developmental issues, the individual with autism has trouble communicating and interacting with others
· Characteristic Behaviors
o Behaviors of autism spectrum disorders may or may not become apparent in infancy (18-24 months)
o They usually become obvious during early childhood (24 months to 6 years)
o Doctors should do a “developmental screening” where they ask questions about the baby’s progress, looking for “red-flag” behavior: (from The National Institute of Child Health and Human Development)
§ Does not babble or coo by 12 months
§ Does not gesture (point, wave, grasp) by 12 months
§ Does not say single words by 16 months
§ Does not say 2 word phrases on his or her own by 24 months
§ Has any loss of any language or social skill at any age
o Because characteristics of autism vary so greatly, having one of these behaviors doesn’t necessarily mean the child has autism, but should signal that the child undergo further evaluations
· Misconceptions
o Autism is not treatable. The key to improved outcomes with children with autism is EARLY DIAGNOSIS and INTERVENTION
o Medical tests can diagnose autism. This isn’t true. Children need to be observed and evaluated by their communication level, developmental level and behavior.
§ Some signs to look for in children:
· Lack of, or delay in spoken language
· Repetitive use of language
· Impaired ability to initiate or sustain conversations
· Motor mannerisms (e.g., hand flapping, twirling objects)
· Little or no eye contact
· Lack of interest in peer relationships
· Lack of spontaneous or make-believe play
· Persistent fixation on parts of objects; spins objects
o Parents should rush in with treatment plans. This isn’t true. Parents should not try to rush with changes
· Treatments
o With proper treatment and correct educational approaches the challenges associate with autism may be reduced.
o Focus on moving the child to reaching his or her greatest potential, knowing that one treatment may not work for all, because children are individuals
o Treatment plans should be made with the child’s strengths and weaknesses in mind
· Accommodations-
o Using visual aids are strongly recommended. Students can use them for as long as they need to process information. Can really help students to focus
§ Pictographs, written cues
o Precise, positive praise
o Use meaningful reinforcements
§ Tangible objects, alone time, time with a teacher, etc.
o Plan tasks at an appropriate level of difficulty, gradually increase difficulty level to avoid stress
o Provide opportunities for choice
o Break down oral instructions into small steps
§ Assist with visual
o Give children appropriate times spans.
o Give concrete examples.
o Use task analysis. Break tasks down into small, teachable steps, and taught in sequence.
o Besides visual aids, the effectiveness of the accommodation depends on the individuals needs, strengths and interests
· Curricular Modification
o Plan for transitions and prepare the student for change
§ “we have five more minutes, please finish what you are doing”
o Provide relaxation opportunities and areas
o Provide opportunities for meaningful contact with peers that have appropriate social behavior
o Provide a customized visual daily schedule
o Provide a structured, predictable, classroom environment
· Resources
o http://www.jamaica-gleaner.com/gleaner/20090414/news/news6.html
o http://www.autismspeaks.org/
o http://autisminfo.com
o http://www.ninds.nih.gov/disorders/autism/detail_autism.htm
o http://www.hhs.gov/autism/
o http://www.childdevelopmentinfo.com/disorders/autism_fact_sheet.shtml
o http://www.dubaiautismcenter.ae